The Science of Biology
THE SCIENCE OF BIOLOGY
- General understanding; brief summary of the scientists and their respective contributions
in this section (no dates)
o Redi, Needham, Spallanzani and Pasteur
CLASSIFICATION
- Define the term “species”
- What is taxonomic classification?
o What are the taxa used, from most broad to most specific?
o Why do some systems use domains in addition to kingdoms?
- What is binomial nomenclature?
o If you were given the following information on an organism, how would you
identify the organism using binomial nomenclature? (You are given its: kingdom,
phylum, class, order, family, genus, species)
- Compare and contrast prokaryotes with eukaryotes
- We did not cover fungi. You will not be tested on this kingdom.
- Know what a dichotomous key is and how to use one
o What is the purpose of a dichotomous key?
- What is a cladogram?
o What information is needed to construct a cladogram?
o What information is revealed when interpreting a cladogram?
o Derived characters/ derived character traits
- If you were given an unidentified organism, what characteristics would help you place it
into a specific taxon (Ex. Into a kingdom, phylum, and/or class)
Biology 11
Final Exam Study Guide
EVOLUTION
- Define evolution
o What is the evidence for the theory of evolution?
- What were the main ideas proposed by Lamarck?
o What was his theory?
- How does that contrast with the ideas posed by Darwin?
o What was Darwin’s theory?
- You do not need to know specifics on these scientists’ lives, just the ideas that they
proposed.
- Natural Selection (including the different types)
o Be able to recognize a situation that describes a certain type of selection
o Can you draw a graph that represents the 3 types?
o Can individuals evolve? Can populations evolve?
- Define microevolution and macroevolution
- When will evolution occur? (Will this population experience evolution?)
o What does the Hardy-Weinberg principle state?
o What 5 conditions are necessary to maintain genetic equilibrium?
- How do new species arise?
- Define convergent and divergent evolution, homologous and analogous traits
MICROBIOLOGY
- Compare and contrast monerans with viruses
- Prokaryotic cells vs eukaryotic cells
- Revisit reason for creating domains as a taxon above kingdom
- Review specialized structures specific to each group of microorganism (‘body plan’)
- You do not need to know examples of how to control bacterial growth
- Recognize, define and use terminology associated with monerans
o Types of feeding, bacterial shapes, cell wall, gram +, gram -
- Methods of reproduction or survival associated with monerans
o Binary fission, conjugation, endospore formation
- You do not need to compare and contrast eubacteria/archaebacteria
- Be able to describe, in relative detail, what happens in the lytic and lysogenic cycles
- Understand viral specificity
o What is the lock-and-key system?
- Antibiotic use; what types of organisms antibiotics will affect and why
ANIMALS
- All terminology (from Intro to the Animal Kingdom notes)
o Ex. Levels of organization, protostome/deuterostome, symmetry, cephalization,
coelom, endoderm etc.
- Know how each group of animal studied carries out essential life functions to the depth
where you can use the information to compare and contrast across different groups
- What levels of organization/characteristics/life functions are found in each group and how
to apply this information
Phylum Porifera
- Characteristics of sponges
- Describe basic body plan, germ layers and specialized structures
- Again: all terminology
o Ex. Spicules, gemmules, spongin, calcium carbonate, osculum, sessile etc.
- Methods of reproduction
- How do sponges feed?
- Path of water through the sponge and how/why the water moves
Phylum Cnidaria
- Characteristics of cnidarians
o Why are they called cnidarians?
- Specialized cells
- Basic body plan and germ layers
- Classes of cnidarians + examples
- Understand and briefly describe the various body systems of cnidarians
o Ex. Gastrovascular system, hydrostatic skeleton
Worms: Phylum Platyhelminthes, Nematoda, and Annelida
- General phyletic characteristics, key terms/specialized structures
- Know to the depth where you can use the information to highlight similarities and
differences across different groups (ex. Presence of coeloms)
- Classes of worms + examples
Phylum Mollusca
- 4 main features of the mollusc body plan
- Characteristics that most molluscs share
- Classes of molluscs + examples
- Open vs closed circulatory systems
- Associated lab
o Clam diagram/external/internal structure identification
Phylum Arthropoda
- Characteristics of arthropods
o Especially what defines this group (jointed appendages, exoskeleton)
o What limitations does an exoskeleton have? What benefits?
- Classes of arthropods + examples
o Differences between classes
o Why are insects the most prevalent invertebrate?
- Incomplete vs complete metamorphosis
- What evidence can be used to support the understanding that arthropods are more
complex than other phyla studied previously?
Phylum Echinodermata
- General characteristics of echinoderms
- Water vascular system + associated life functions
- Know how they carry out essential life functions to the depth where you can use the
information to compare and contrast across different groups
Phylum Chordata
- 4 characteristics ALL chordates must have (at some point in their lives)
- Fishes:
o Characteristics of fishes
o Generalize for the exam: fish respire through gills (not lungs or spiracles)
o Focus on internal transport
Don’t forget to describe what open vs closed systems are
Be able to label and describe what it means to have a closed, single loop
circulatory system with a 2 chambered heart + 2 sinuses
Is this more or less efficient (than _____ type of circulatory system)?
Why?
o Focus on kidney function
What is an important function of kidneys in fishes?
Why would a freshwater fish have problems if it was moved to a salt
water environment?
Use the terms osmosis, hypertonic and hypotonic accurately
Remember tonicity describes relative solute concentration and
water responds to this potential difference in concentration
through osmosis.
Water CAN move freely in and out of organisms. Salt and other
suspend particles (including ions, solids, organelles etc.) CAN’T
Be able to describe the movement of water in and out of a fish
(dependent on its current environment and its native environment)
- Amphibians:
o Characteristics of amphibians
o Discuss how differences between fishes and amphibians allow them to succeed
in their natural environments
Fish have structures and processes that optimize them for aquatic life.
Amphibians have structures and processes that allow them to live a dual
life both on water and land
o Generalize for the exam: most adult amphibians respire using 3 different
structures.
What are these?
o Focus on internal transport
What type of circulatory system?
Describe the path of blood through the pulmonary and systemic circuits
Advantages/disadvantages
o Keep in mind: most amphibians are oviparous (they exhibit oviparous
reproduction). Their eggs are jelly-like and prone to desiccation so must be laid in
or near water. How does this differ from fishes or reptiles?
- Reptiles:
o Characteristics of reptiles
o How do differences between amphibians and reptiles show how reptiles are
better adapted for terrestrial life?
o Most reptiles are oviparous:
Why is the amniotic egg so important
Structures of the amniotic egg (re-watch TedEd video if needed)
o Focus on internal transport for crocodiles to represent reptile circulation
Closed, double loop system with a 4 chambered heart
Describe the path of blood
Birds and mammals have the same internal transport system!
What does this tell you?
Kingdom Plantae
- Describe, in detail, alternation of generations
o Know all associated terminology (haploid, diploid, meiosis, gametophyte etc.)
- Mosses as non-vascular plants
o General structure
o Why must bryophytes live in wet or moist environments?
o Why is reproduction in bryophytes constrained to the environment?
o What are rhizoids and how are they different from roots?